This presentation attempts the research paper, 'The Reading of The Waste Land and The Second Coming though Pendemic Lens'. This presentation is prepared for the compitition.
Tenth lecture for my students in English 140, UC Santa Barbara, Summer 2012. Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/su12/index.html
Matthew Arnold (24 December 1822 – 15 April 1888) was an English poet and cultural critic who worked as an inspector of schools. He was the son of Thomas Arnold, the famed headmaster of Rugby School, and brother to both Tom Arnold, literary professor, and William Delafield Arnold, novelist and colonial administrator.
During this time Arnold wrote the bulk of his most famous critical works, Essays in Criticism (1865) and Culture and Anarchy (1869), in which he sets forth ideas that greatly reflect the predominant values of the Victorian era.
This presentation attempts the research paper, 'The Reading of The Waste Land and The Second Coming though Pendemic Lens'. This presentation is prepared for the compitition.
Tenth lecture for my students in English 140, UC Santa Barbara, Summer 2012. Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/su12/index.html
Matthew Arnold (24 December 1822 – 15 April 1888) was an English poet and cultural critic who worked as an inspector of schools. He was the son of Thomas Arnold, the famed headmaster of Rugby School, and brother to both Tom Arnold, literary professor, and William Delafield Arnold, novelist and colonial administrator.
During this time Arnold wrote the bulk of his most famous critical works, Essays in Criticism (1865) and Culture and Anarchy (1869), in which he sets forth ideas that greatly reflect the predominant values of the Victorian era.
12The Vietnam Veteran Memorial and Yusef Komu.docxtarifarmarie
1
2
The Vietnam Veteran Memorial and Yusef Komunyakaa’s “Facing It”
Yusef Komunyakaa, the author of "Facing It" served in the Army. He wrote this poem, almost a decade after the Vietnam War. The Vietnam War took place for a very long time in the United States. Komanyakaa's "Facing It" is regarded as an examination of the effects of war on people, especially the Vietnam War. Since Komanyakaa was part of the war, it is easy to conclude that his experiences from the war inspired him to write the poem. The construction of Vietnam also said to influence the writing of the poem "Facing it" by Komanyakaa. This essay, therefore, analyses the significance of the Vietnam Veteran Memorial to Yusef Komnyakaa's "Facing it".
The speaker of the poem tells his story in the first person perspective. He has gone to visit the 'Vietnam Veterans Memorial', which in turn spurs a series of flashbacks of the war. The setting is in the Vietnam Veterans Memorial and the memorial has been vividly described to the audience. The visual representation of the memorial provides the persona with an opportunity to think about his past, his present, and his future.
It is worth noting that the language used in "Facing it' is simple and easy to follow. It is somehow informal, such that the audience can easily relate to the persona. The persona speaks simply and openly as if he is having a conversation with a friend. The language does not follow the rules of grammar and the writer, in fact, uses slang such as "dammit!" in his poem. The poem also consists majorly of two to three-word sentences, without order, which makes it look like the speaker was having random thoughts. In addition, the poem has no rhymes in the poem that makes it look lyrical. These are aspects of ordinary conversations between people. The speaker's inability to focus on one thing and instead, rambling and hopping from one thought to another is important as this makes the audience feel like they are part of the persona's experiences.
A close examination of the title of the poem leaves its audience with suspense as the audience is left asking themselves "facing what?" The title is a broad concept that leaves its readers to explore their imaginations. Upon analysis, on a literal level, one would say that the title "facing it" is about someone looking at the memorial. Since the speaker is at the memorial, one would simply assume that he is facing the memorial. However, metaphorically, the "facing" would mean the speaker needs to "face" his past experiences of the war and struggle to preserve his composure.
The poem opens with "My black face fades/hiding inside the black granite/ I said I wouldn't/dammit: No tears/ I'm stone. I'm flesh" (Lines 1-5). Here, the speaker seems to be confused and facing an identity crisis. His face is as black as the granite wall. Despite being as tough as the granite, he is also weak and human. He knows that he is bound to cry, because he is al.
English 1302.158Extra Credit!Fifty points possibleDue Wednes.docxYASHU40
English 1302.158
Extra Credit!
Fifty points possible
Due Wednesday, December 2
1. Explain why some author or poet is your favorite so far. Ten points possible.
2. Explain why it is important to write a research essay mostly in your own words. Ten points possible.
3. Explain why it is unusual for a poet (such as John Keats) to achieve greatness by the age of twenty-three. Ten points possible.
4. William Wordsworth defined poetry as “the spontaneous overflow of powerful feeling”
which “takes its origin from emotion recollected in tranquility.” How would you define “poetry”? Ten points possible.
5. Please indicate how literary works should be identified in a research essay. Write “I” for italics, and write “Q” for quotation marks. Two points each.
_____novel
_____short story
_____poem not of “epic” length
_____book of literary criticism
_____journal article containing literary criticism
English 1302.158
Paper #4
Literary Analysis
Due during the conference period on November 30
Length: approximately 500 words
Format: MLA style
For this assignment, you may work with the same topic you have chosen for your research essay due on 10/14, but you don’t have to. Please focus on the possibilities below (and the ones on Possibilities for the Research Essay handout). These are only suggestions. If you have a different idea, please share it with me. If it has merit, I’ll approve it.
SOME POSSIBILITIES
A. Describe how the circumstances of the life of an author or poet influenced the content of his or her literature. Such an essay should NOT include lengthy biography. You should mention biographical details only if you show how they are related to the literature. For example, you could write about how the emotions of a doomed John Keats are reflected in his poetry, or how the abandonment felt by Poe due to the loss he suffered in his life surfaces in his poetry and/or stories.
B. Compare and contrast two or more literary artists’ approaches to a certain topic or theme
(for example, their approach to aspects of war, poverty, racism, etc.).
C. Describe how the poetry or fiction of an author or poet indicates his or her state of mind or psychological orientation (for example, how the poetry of Emily Dickinson or Sylvia Plath reflects a certain psychological disposition or orientation).
D. Describe how the characteristics of a certain literary or historical movement or era are apparent in the work of an author or poet (for example, how the poetry of William Blake foreshadows the tendencies of the Romantic Age, how the poetry of John Keats directly reflects those tendencies, or how the poetry of Langston Hughes reflects the characteristics of expression during the “Harlem Renaissance”).
E. Describe how the stories or poems of an author or poet coalesce to present a certain view of society or human nature (for example, how “The Lottery” reflects Shirley Jackson’s ideas abo ...
Easy way to learn English literature. Here you will find clear idea about different types of authors and their writings. Also you will get all important quotations. It will make you fully comfortable to discuss about English literature.
1. Framework for Analysing Single Texts
Overview ( Content/Context):
It was written in 1722, and it is about the death of John Churchill, the duke of Marlborough. Churchill
had a diplomatic and military career, and was a political enemy of the poet Jonathan Swift.
Statement Evidence Analysis
Structure
and Form
Rhyme scheme is
aa bb cc.
Enjambment
“…dead!...bed…”
See line 3-4
It gives the poem a happy feel,
contrasting the topic of the poem,
mocking the Duke’s death.
The enjambment shows he is enjoying
making fun of the general.
Narrative
Stance
Third person “His grace!” Gives the feel that the writer is watching/
observing, pokes fun at the Duke.
Grammar
and
Sentence
Structure
Incorrect grammar
Exclamatory
mood
“His grace!
impossible..”
See line 1
The poet doesn’t want the exclamations
to be separate, he wants them all as one
sentence because it shows the rush and
surprise of the death.
The exclamation marks show surprise
but he’s not surprised about the death-
mocking the general.
Lexis and
Imagery
War lexis
Rhetorical
questions
“Warrior”, “fall”,
“tramp”,
“stronger”,
“mighty”
“And so inglorious,
after all?”
Links to the main character and
juxtaposition of the word “mighty” and
“inglorious” mocks the general
Makes the answer sound
obvious/sarcastic- mocking the general
Phonology
and Sound
Patterning
Iambic tetrameter Fast pace contrasts the sad theme of the
poem and adds to the mocking of the
general’s death.
